Name:Study Guide: Biology Spring Semester Final Exam

Check your grades in Pinnacle or with Mrs. Campbell on the following standards. Write your grades in the table below.

2a 2b 2c 2d 2e

2f 2g 3a 3b 7a

7b 7c 7d 8a 8b

8c 8d 8e 9a 9b

9c 9d 9e 9i 10a

10b 10c 10d 10e

Your final is next week! You have a chance to improve these grades by doing well on the final. If you get a higher grade on the final than your grade above, I will replace your grade with the higher one ONLY if you complete final corrections. If you get a lower grade on the final than your grade above, I will average the two grades.

Prepare yourself for the final by completing the following study guide.

This study guide will cover the BASICS from each unit and refresh your memory on some of the trickier parts, but you should review your notes if you wish to earn a 4 on each standard.

MEIOSIS AND GENETICS

Standard 2a. Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.

Define diploid and haploid.

Define homologous.

How many cell divisions occur during meiosis?

How many daughter cells result from meiosis?

What happens during crossing over? When does crossing over occur?

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Standard 2b. Students know only certain cells in a multicellular organism undergo meiosis.

Define gamete.

What kinds of cells are produced from meiosis?

Compare and contrast oogenesis and spermatogenesis.

Compare and contrast germline cells and somatic cells.

Standard 2c. Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.

What is Mendel’s Law of Segregation?

Define heterozygous.

Define homozygous dominant and homozygous recessive.

After meiosis, how many chromosomes are in the final daughter cells compared to the original parent cell?

If you have one allele for attached earlobes and one allele for free-hanging earlobes, what is the probability that one of your gametes, selected at random, has the allele for attached earlobes?

Standard 2d. Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).

Define fertilization.

Define zygote.

Define embryo.

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If you collected 1000 egg cells (or sperm cells) from a single organism, would they have identical DNA? Explain.

Standard 2e. Students know why approximately half of an individual’s DNA sequence comes from each parent.

Explain how you got half of your DNA from your mom (excluding mitochondrial DNA) and the other half of your DNA from your dad.

Standard 2f. Students know the role of chromosomes in determining an individual’s sex.

Define autosome and sex chromosome.

What sex chromosomes does a normal human female have?

What sex chromosomes does a normal human male have?

Standard 2g. Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.

Define dominant and recessive.

Complete Punnett squares for the following crosses:

Tt x Tt Aa x aa

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BB x Bb PP x pp

Standard 3a.  Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).

Flower color in snapdragons shows incomplete dominance. If you crossed a red snapdragon (RR) with a white snapdragon (WW), what flower color would the offspring have?

Coat color in cats is codominant. If you crossed a white cat (WW) with a black cat, what coat color would you expect to see in the offspring?

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In humans, hemophilia type B is an X-linked recessive disorder that causes problems with blood clotting.If a carrier woman has children with a normal man, and they have one son, what is the probability (%) that the son will have hemophilia type B?

Standard 3b. Students know the genetic basis for Mendel’s laws of segregation and independent assortment.

Define nondisjunction and list one genetic disorder that can result from it.

Explain Mendel’s law of segregation as it relates to chromosomes and individual genes.

Explain Mendel’s law of independent assortment as it relates to individual genes.

EVOLUTION

Standard 7a. Students know why natural selection acts on the phenotype rather than the genotype of an organism.

Define natural selection.

Who came up with the idea of natural selection?

Define mutation.

What interacts with the environment – an organism’s genotype, or an organism’s phenotype? Why is this important?

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Standard 7 b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.

What is a carrier for a disease? Will a carrier show symptoms of the disease?

Can an organism be a carrier for a disease that results from a dominant allele? Explain why or why not.

Standard 7c. Students know new mutations are constantly being generated in a gene pool.

List two reasons mutations happen.

What is antibiotic resistance? How does antibiotic resistance occur?

Standard 7d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.

Define adaptation.

Why is it good for members of the same species to be genetically different from each other? How can this benefit the species as a whole if the environment changes?

Standard 8a.  Students know how natural selection determines the differential survival of groups of organisms.

What is a niche?

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What were the three conditions that Darwin said must be met in order for evolution by natural selection to occur? Explain what each one means.

1.

2.

3.

List two things that might affect the evolution of beak shape in finches.

List two things that might affect the evolution of running speed in rabbits.

Standard 8b.  Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.

Why is biodiversity on earth a good thing? How can a high level of biodiversity benefit life as a whole if the environment changes drastically?

A severe rainstorm hits several local nature parks. What would help insure that at least some organisms in the park survive the resulting flood?

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Standard 8c.  Students know the effects of genetic drift on the diversity of organisms in a population.

Define genetic drift and explain its effect on genetic diversity within a population.

Define bottleneck.

Define and explain the founder effect.

Standard 8d. Students know reproductive or geographic isolation affects speciation.

Define speciation.

What are the four types of isolation that can cause speciation?

How can isolation cause speciation?

Standard 8e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

List the names and dates of the five mass extinctions that life on earth has experienced (excluding the probable mass extinction that is happening now).

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Have mass extinctions had a significant effect on the course of evolution of life on Earth? Explain your answer.

What have we learned about life on Earth from the fossil record? (Hint – think about the number of species alive today compared to the number of total species that have ever lived on earth, and if species have changed over time).

HUMAN BODY (ANATOMY & PHYSIOLOGY)

Standard 9a.  Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

Put these units in order from smallest to largest:

Organ, organ system, cell, tissue

What are the two main jobs of the excretory system?

What other body system does the excretory system work with to accomplish its jobs?

Explain how the circulatory system and the respiratory system work together to provide the body’s cells with oxygen and remove carbon dioxide.

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Make sure you know the parts of the heart and can trace blood flow through the heart.

Label the following:

aorta aortic valveinferior vena cava left atrium left ventricle mitral valve pulmonary artery pulmonary valve pulmonary vein right atrium right ventricle superior vena cava tricuspid valve

Where does gas exchange occur? Be more specific than “the lungs.”

Standard 9b.  Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.

Label the cerebrum, cerebellum, and brain stem.

Which part of the brain is the site of learning and intelligence?

Which part of the brain is responsible for coordinating and balancing the body’s movements?

Which part of the brain controls blood pressure, heart rate, and breathing?

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What organs make up the central nervous system (CNS)? What does the CNS do?

What organs make up the peripheral nervous system (PNS)? What does the PNS do?

Standard 9c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.

Define homeostasis.

Name two things in the body that are controlled by feedback loops.

Explain the differences between a positive feedback loop and a negative feedback loop.

Explain how regulation of body temperature is similar to the way a thermostat works.

What does shivering do to your body temperature?

What does sweating do to your body temperature?

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Standard 9d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.

Make sure you know the parts of a neuron and their functions.

What is a sodium-potassium pump and what does it do?

What is an action potential and which direction does it travel in?

Standard 9e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.

What does a motor neuron do? Where does it carry impulses to and from?

What does a sensory neuron do? Where does it carry impulses to and from?

What does an interneuron do? Where does it carry impulses to and from?

What is a reflex? Do reflexes always involve the brain?

Standard 9i. Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.

What body system produces hormones?

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Fill in the table below.

Hormone Where it is produced in the body (what organ makes it)

Function of Hormone (what it does in the body)

Growth Hormone

Insulin

Glucagon

Estrogen

Testosterone

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Standard 10a. Students know the role of the skin in providing nonspecific defenses against infection.

Define pathogen.

What is a non-specific immune defense?

Explain how the skin is part of your immune system.

Standard 10b. Students know the role of antibodies in the body’s response to infection.

What are white blood cells and what do they do in the body (in general, you don’t have to be too specific here)?

Define antigen.

What cells produce antibodies?

Explain the difference between memory B cells and plasma B cells.

There are two ways that antibodies can help get rid of pathogens. What are these two ways and how do they work?

1.

2.

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Standard 10c. Students know how vaccination protects an individual from infectious diseases.

A vaccine is an injection (or a nasal spray) of a weakened or destroyed

_____________________________.

What is the purpose of getting a vaccine?

When you get a vaccine, what does your body start producing in response?

What is herd immunity and why is it important?

Can vaccines cause autism?

Is Jenny McCarthy a good person to take medical advice from? Why or why not?

Standard 10d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections.

What do antibiotics kill?

Are viruses living organisms?

How do viruses reproduce?

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What body system works with the immune system to carry the cells of the immune system throughout the body?

Are there any eukaryotic organisms that can cause diseases? If so then list 3 examples.

Standard 10e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.

What does HIV stand for?

What does AIDS stand for?

What cells of the body does HIV infect?

Explain the relationship between HIV and AIDS.

Why do people with AIDS get sick from diseases that rarely affect healthy people?

Can you get the HIV virus from kissing someone who has HIV?

Can you get HIV from a dirty toilet seat?

List three ways that the HIV virus can be transmitted from one person to another.

Bonus: Is everything you read on the internet true? How can you know if you are reading something that is true? What skills are you using when you are trying to determine if a website has true information or false information?

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